MONTESSORI-BASED ENGLISH LANGUAGE EDUCATION FOR YOUNG LEARNERS: A CRITICAL SYNTHESIS OF EMPIRICAL EVIDENCE

Abstract

This study critically synthesizes empirical evidence on the use of Montessori-based and Montessori-inspired approaches in English language education for young learners. A structured narrative review was conducted to examine empirical studies published between 2020 and 2025. Literature searches were performed in Google Scholar, ERIC, and Semantic Scholar using combinations of keywords related to Montessori education, English language learning, young learners, early childhood education, reading, vocabulary, and language skills. Following screening and eligibility assessment, 15 empirical studies were included in the qualitative synthesis. The findings indicate that Montessori-based English instruction has been associated with reported improvements in vocabulary development, early reading, oral communication, language awareness, learner engagement, and participation. However, the evidence base is methodologically heterogeneous, comprising experimental and quasi-experimental studies, classroom action research, qualitative case studies, practitioner research, and interview-based investigations. Vocabulary outcomes were most frequently described in terms of recognition, retention, productive use, and contextual application, whereas reading-related studies addressed different components of early literacy, including phonological awareness, letter–sound correspondence, decoding, and emerging comprehension. The synthesis also identifies recurring limitations, including small samples, short intervention periods, limited comparison groups, inconsistent outcome measures, and insufficient reporting of effect sizes. Overall, the evidence suggests promising but not yet conclusive support for Montessori-based English education, highlighting the need for larger, longitudinal, and methodologically rigorous studies with clearly operationalized language outcomes and comparable assessment procedures.